Main Menu Summer 2013

Georgia Garcia

Educational Background

  • Ph.D., Education, University of Illinois at Urbana-Champaign, 1988
  • M.S., Education, State University of New York, Cortland, 1977
  • A.B., Sociology, Occidental College, Los Angeles, 1968

Key Professional Appointments

  • Professor, Curriculum & Instruction, University of Illinois at Urbana-Champaign, 2001-present
  • Faculty Affiliate, Latina/o Studies, University of Illinois at Urbana-Champaign, 1997-present
  • Zero-time appointment, Educational Policy Studies, University of Illinois at Urbana-Champaign, 1993-present
  • Associate Professor, Curriculum & Instruction, University of Illinois at Urbana-Champaign, 1995-2001
  • Assistant Professor, Curriculum & Instruction, University of Illinois at Urbana-Champaign, 1989-1995
  • Senior Research Scientist, Center for the Study of Reading, University of Illinois at Urbana-Champaign, 1988-1994

Activities & Honors

  • Member of Senior ETS Senior Advisory English Language Learner Panel, Educational Testing Service, 2011-present
  • Editorial Board Member, International Reading Association, 1994-present
  • Associate Editor, AERJ-TLHD section, AERJ-TLHD section, American Educational Research Association, 2010-2012
  • Outstanding Graduate Teaching Award, College of Education, 2010
  • University Scholar, University of Illinois at Urbana-Champaign, 2003-2006
  • Member, National Literacy Panel on language minority students, Institute of Education Sciences, 2002-2004
  • Member, Reading Study Group on Skillful Reading, RAND, 2000-
  • Campus Award for Excellence in Graduate and Professional Teaching, Honorable Mention, University of Illinois at Urbana-Champaign, 2000
  • Elected Member, Board of Directors, National Reading Conference, 1998-2000
  • Distinguished Scholar Award, College of Education, 1997

Research Statement

My current research focuses on the literacy instruction and assessment of students (preschool-8) from diverse linguistic and cultural backgrounds, with a special interest in bilingual students' reading and writing. Currently I am investigating how assessment and instructional reform efforts, such as the Common Core State Standards and formative assessments, affect the reading and writing instruction and performance of bilingual students. I also am studying how well professional staff development from a socio-cultural perspective helps K-8 teachers address instructional and assessment reforms and make related changes in their classroom instruction.

Recently, I have been very involved in the establishment of a Dual Language Program (Spanish-English) in the Urbana School District.


  • Principal Investigator, A Comprehensive Approach to Improve the Preparation of University Faculty, Pre-service and In-service Teachers to Effectively Teach Limited English Proficient Students, U.S. Department of Education, 2007-2013
  • Principal Investigator, Instruction of Reading Comprehension: Cognitive Strategies or Cognitive Engagement, Institute of Education Sciences, 2003-2007
  • Co-Principal Investigator, Teachers for the 21st Century: Recruiting, Mentoring & Placing Culturally Diverse Teachers, U.S. Department of Education, 1996-1999

Select Publications

  • Bezdicek, J., García, G., Garcia, G. (2012). Working with preschool English language learners: A sociocultural approach. Teachers’ roles in second language learning: Classroom applications of sociocultural theory. Information Age Publishing: Charlotte, NC.
  • Camlibel, Z., Garcia, G. (2012). Zehra's story: Becoming biliterate in Turkish and English. Early biliteracy development: Exploring young learners' use of their linguistic resources. Routledge: New York, NY.
  • García, G., Pearson, P., Taylor, B., Bauer, E., Stahl, K., Garcia, G. (2011). Socio-constructivist and political views on teachers’ implementation of two types of reading comprehension approaches in low-income schools. Theory into Practice, 50(2), 149-156.
  • Garcia, G., Bauer, E. (2009). Assessing student progress in the time of No Child Left Behind. Handbook of research on literacy and diversity. Guilford Publications: NY.
  • García, G., McKoon, G., August, D., Garcia, G. (2008). Language and literacy assessment. Developing reading and writing in second language learners: Lessons from the report of the National Literacy Panel on language minority Children and youth. Routledge, Center for Applied Linguistics, and the International Reading Association: NY.
  • Garcia, G., Bray, T., Mora, R., Primeaux, J., Ricklef, M., Engel, L., al, e. (2006). Working with teachers to change the literacy instruction of Latino students in urban schools. National Reading Conference Yearbook, 55, 155-170.
  • García, G., McKoon, G., August, D., Garcia, G. (2006). Language and literacy assessment of language-minority students. Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. Lawrence Erlbaum: Mahwah, NJ.
  • McCarthey, S., Garcia, G. (2005). English language learners' writing practices and attitudes. Written Communication, 22(1), 36-75.
  • Garcia, G. (2003). Multicultural issues in literacy research and practice. Erlbaum: Mahwah, NJ.
  • García, G., Garcia, G. (2003). Introduction: Giving voice to multicultural literacy research and practice. Multicultural issues in literacy research and practice. Erlbaum: Mahwah, NJ.
  • Bauer, E., García, G., Garcia, G. (2002). Lessons from a classroom teacher's use of alternative literacy assessment. Research in the Teaching of English, 36(4), 462-494.
  • García, G., Willis, A., Garcia, G. (2001). Frameworks for understanding multicultural literacies. Reconceptualizing literacy in the age of pluralism and multi-culturalism. Erlbaum: Mahwah, NJ.
  • García, G., Garcia, G. (2001). A theoretical discussion of young bilingual children's reading (Preschool - Grade 3). National Reading Conference Yearbook, 50.
  • García, G., Garcia, G. (2000). Bilingual children's reading. Handbook of reading research, 3. Erlbaum: Mahwah, NJ.
  • Tsai, M., García, G., Garcia, G. (2000). Who's the boss: How communicative competence is defined in a multilingual, preschool classroom. Anthropology and Education Quarterly, 31(2), 230-252.
  • García, G., Garcia, G. (1998). Mexican-American bilingual students' metacognitive reading strategies: What's transferred, unique, problematic? National Reading Conference Yearbook, 47, 253-263.

In The News

College alumnus recognized as '40 Under 40' leader and as 'Those Who Excel' Merit Award recipient

Nov. 6, 2014

Joseph Wiemelt, M.Ed. ’09 EPOL, believes education is all about opening doors—from the College of Education guiding his career path to his own work in establishing bilingual programs for local students and families. Read more...

Learning in English, aprendiendo en Español: Professor helps create a K-5 dual language program in local elementary schools

Aug. 1, 2013

When 5-year-old Garrett started kindergarten at Leal Elementary School in Urbana, he learned the usual kindergarten tasks: reading simple sentences, following class rules, socializing with his peers, and other skills appropriate for his age and grade level. Read more...